Social Studies: Community Helpers

Alissa Velazquez
9:15 am
30-40 minutes

1. Topic: Community Helpers

Grade Level: 1st
2. Essential Question(s):
a. Do students understand the importance of community helpers?
b. Are students able to identify different community helpers?
3. Standards:
6.1.P.B.2
Identify, discuss, and role-play the duties of a range of community
workers.

4. Learning Objectives and Assessments

Objectives

Assessments

SWBAT identify examples of community

helpers.

Students will demonstrate their knowledge

of different community helpers by
identifying different people they see in
their community. Their answers will be
displayed on the white board. The students
will then recognize different community
helpers when filling in their bingo boards.

SWBAT recognize that community helpers

provide for a communitys needs.

The students and teachers will discuss the

community needs. They will demonstrate
their understanding by responding to the
prompt on how they help the community.

5. Materials:
Large Harcourt Social Studies Textbook ( Houghton Mifflin Harcourt
Publishing Company 2012 edition)
Bingo Cards
Bingo Clues
Crayons

White Board
Dry Erase Marker
Bingo Chips
Pictures of Community Helpers
Social studies notebook
Glue

6. Pre-lesson assignment and/or prior knowledge:

Students should be familiar with the definition of a community and they
should also be aware of different people that make up a community.
7. Lesson Beginning:
Students will be gathered at the rug. The teacher will ask them as review what is a
community. The class will then be told to think about different people they see in
the community.
8. Instructional Plan:
Students will report out different people they see that work in the
community. The teacher will write the childrens answers on the white
board.
After all the children have shared, the teacher will tell the students to look
over the list and close their eyes and think about all the people that make
up our community.
The teacher will then read the Community Helpers poem (see attachment)
The teacher will then ask the students what each community helper does.
The teacher will then explain that these people make our community a
good place to live in. They also might help to keep our community clean
and safe.
The teacher will then show pictures of community helpers to the class. We
will discuss why each community helper is important.
The teacher will then read Police in the community (I left the book at
school and will provide you with the author, publisher, and year on
Monday)
We will then return to our original list and see if the students have any
community helpers to add to the list.
The teacher will then tell them that they are going to be detectives and be
given clues on community helpers to fill up their bingo boards.
The class will be dismissed by tables to get their red and yellow chips
from their math bins in the closet and then return to their seat
The students will write their names on their bingo boards and given 5
minutes to color their boards in.
The teacher will then give the students a series of clues to guess
community workers. In order to ensure that students are marking the right
boxes students will discuss their answers. Differentiation: For those

students who struggle with reading the teacher will write on the Elmo the
spelling of each community helper when the clue is called and the class
discussion has ended.
There will be several winners and several rounds of bingo so students
become familiar with different community helpers.

9. Questions:
Lesson Beginning:
What is a community?
Who makes up a community?
Instructional:

What different jobs do people have in the community?

Who do you see in your community?
What does each community helper do?
Why do we need community helpers?
Can we be community helpers?

How do you help out in your community?

Closure:
10. Closure:
The students will receive a copy of the community helpers poem and glue the paper
into the social studies notebook with the date. They will then respond to the what
will you do in their notebooks. A picture will accompany their responses to the
prompt. The notebooks will be collected. Students who finish early will be allowed
to read and look through the different community helpers books.
Differentiation: For those students who struggle with writing, they will be pulled to
the back table to be helped.